Supervise the safety of children

Supervise children in accordance with legal requirements and regulations

There are legal minimum staff-to-child ratios depending on differing situations that arise in a childcare service. The ratios and regulations vary from state to state and are also dependant upon the differing activities that occur in a Centre or outside it on an excursion.

The following ratios Children’s Services Regulations 2004.

The Regulation stipulates under section 53 that when children are within the child service grounds:

• There must be one staff member for every 5 children under the age of two years.

• There must be one staff member for every eight children between two to three years.

• There must be one staff member for every 10 children between three to six years.

While these are the minimum staff ratios it is preferable to have higher ratios where possible.

Many services develop team supervision plans to suit their particular play spaces and environments. Particular areas are allocated to individual primary contact staff, usually on a rotational basis. This works well for outside play spaces. It is also important to consider the types of activities being offered at any one time. Some activities such as water play or finger painting require close supervision. A childcare worker needs to be constantly alert to possible risks posed by some activities and potential hazards in the environment and must change the carer to child ratio accordingly. It is always preferable to have a surplus staff member; sometime this may be the Director, who can act as an extra carer when required.

How the children are grouped will also change the carer-to-child ratios. Mixed age grouping requires different levels of supervision to single age groupings. Regulation ratios need to be considered here too, as one baby in a group immediately means that the group maximum size per caregiver is five.

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If any children are present at a centre, there must be a minimum of two members of staff on the premises at all times. This is important to remember at the beginning and at the end of the day when there may be only one or two children present. In the event of an emergency or incident, two staff members are required for both protection and provision of excellent, emergency care.

It must be remembered that when taking children out of the service, on excursion, the supervision regulations change and, as expected, the ratio of child to carer rises significantly. The more adventurous the journey the more carers required.

Special needs supervision There are often some children who need a little more supervision than average. Perhaps you have a child with a physical impairment who requires help with many physical activities. They may need you to be standing close by (within catch range) when playing outside or need you to protect them from the more boisterous children. Some children with additional needs may need help with dressing or feeding even when preschool aged or older.

Children with attention deficit syndrome, hyperactivity, autism or other intellectual and behavioural challenges will also require extra supervision on a routine basis. An extra member of staff may be necessary in some cases. It is also good to share the extra duties with fellow staff as it may be quite demanding taking special care of a particular child, especially if the care is labour intensive or involves constantly dealing with challenging behaviours. Sometimes children may need extra supervision for a short period of time such as a child who starts to bite others or a child with a broken limb.

Supervise childrenTo prevent any injuries or incidents children need to be supervised, whether they are awake or asleep. You can never underestimate the power of a child to injure themselves and the only way to lessen this, is to provide excellent supervision. Each stage of development presents its own supervision challenges. The infant is totally dependant on the carer for protection and requires close and constant supervision. The toddler is inquisitive, mobile and quick and requires different supervision skills. The school age child is inventive and creative and, at times, challenges rules and safe behaviours. Understanding the child’s behaviours and limitations will assist in minimising incidents and reducing injuries.

When supervising children the carer needs to consider:

• the child’s ages and stages of development• the type of activity• the child’s abilities or additional needs• the child’s behaviour and level of independence.

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When looking after babies and toddlers you require more carers than you need when looking after older children. For infants, carers need to be physically closer to prevent falls and injuries and one-on-one interaction is required when feeding or nappy changing. As children grow older and their skills improve, they are able to do many things for themselves. However, they still require good supervision but the type of supervision changes. For example, the toddler needs a carer close (within reaching distance) when going down a slide, while a preschooler may simply require visual supervision from a distance. The preschooler will need closer supervision when their risk of injury or incident is higher, for example, when using scissors or crossing a road.

Measures to reduce incidents and accidentsTo reduce incidents and accidents, carers must routinely check the environment that children inhabit. Carers need to be checking constantly and carefully, to ensure the area is hazard free and the equipment, furnishing, toys and games are all safe and in good repair. All licensed Children’s services must comply with the relevant legislation and guidelines to maintain safety. However there are some external and, therefore, more difficult to control hazards that carers must also consider.

Explain rules for safe play to children and implement them

Implement and explain rules for the safe supervision of children Having a few basic rules helps with the safe supervision of children. There needs to be rules for all who visit the service — staff, children, students, parents and visitors.

Rules for carersRules for carers are prescriptive, for example: Carers must ensure that all chemicals, cleaning agents, laundry aids and medicines are locked in an appropriate, childproof cupboard.

Rules for carers include the following.

• Always check centre policies regarding correct procedures.• An unattended child is a child at risk. Always make sure children are supervised—even

when waiting for a parent who is late.

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• Never allow the child to leave with an unfamiliar adult, unless the parent has authorised it. Never give out confidential information about the child or their family. Don’t leave children’s records lying around.

• Maintain toy safety (eg, check for bits about to break off, splinter etc).• Feed infants in an upright position and hold them while feeding them (until they can

sit by themselves for feeding). Do not give children bottles in bed.• Speak to parents about any concerns about the child (except in cases where you

believe that the parent is the perpetrator of abuse).• Immediately alert the Centre Director about any suspected abuse. If the Director is a

suspect, alert the appropriate authorities (police or Department of Community Services).

• Make sure children play on age-appropriate outdoor equipment.• Do not leave water in containers and buckets at the centre.• Wash your hands (and children’s hands too) in the following situations:

o when you arrive for the day o before and after eating, handling food or feeding a childo before giving medication to a child and before attending to child’s cuts, etco before playing in water that is used by more than one persono after playing/touching sand in sandpit o after changing a nappy, using the toilet or helping a child use the toileto after handling bodily fluids (eg, from noses, mouths, cuts or sores)o after handling pets or other animalso after cleaning or handling garbage.

Rules for parentsRules are also given to parents such as: All children must be signed in and out daily by their designated carer. Other rules include:

• Alert centre immediately of any court orders against anyone not permitted to see the child.

• Always be on time to collect your child.• Inform the centre of any home incidents that may have affected the child.• Always close the gate properly when arriving or leaving the centre.• Do not send a sick child to the centre.• Give the centre a phone number you can be contacted at. Ideally, keep a mobile phone

activated.• In case of emergency involving the child, always make sure you or a trusted family

member can easily rush to the centre.• Disclose all the child’s medical conditions to the centre, so in case o an emergency, the

most appropriate medical care can be arranged.• Never send anyone not authorised on the child’s records to collect the child. If you

plan to do that, let the centre know first in writing.

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Explaining rules for safe play to children Rules are also important for children. Children from a very early age engage with others and learn the rules of their environment. Children are also very adaptable and will use different rules in different situations with different carers. They will quickly learn that what you may get away with at home is not as acceptable outside the home or in the childcare service. Children need to have limits set, as it provides a sense of stability and comfort. Quite often they like to test these rules out, to see if they still apply, particularly in times of change or instability.

When you are setting limits for children, you have to take into account their age and their level of comprehension. Be wary of having too many rules. Keep the rules simple and appropriate to their level of understanding.

It is useful to involve the children themselves, even quite young children regarding the devising of rules and guidelines. Children are much more likely to respect and abide by decisions they have contributed towards.

Children need to practise rules and will need frequent reminding of safe play rules. Simple phrases such as, ‘no hat, no play’ are very effective. A picture of a hat on the door which leads to the outside play area and hats placed on pegs for easy retrieval just inside the door also help children to comply with this safety rule. Parents also need to be given information about the service’s play rules so they can reinforce them with their children and perhaps use them in the home setting or when mixing with other children outside of the service.

Below are more examples of play rules. I’m sure you can think of many more. It is useful to phrase these rules as positive statements, rather than negative statements.

• If you want to play with someone, ask first.• Take turns.• Play nicely—without pushing, hitting, kicking, biting and fighting.• Play hide and seek only with the carer’s permission and supervision.• Respect other children. Keep your arms, legs and objects to yourself.• We throw balls outside. It isn’t safe to throw things inside.• Use your walking feet inside.• Slide forwards on the slippery dip.• Move quickly away from the bottom of the slide.• Wait for your turn on the slide.• Never walk in front of a moving swing.• Sit on the swing—with your bottom on the seat.• Wait for the swing to stop before getting off. Never jump off.

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Maintain direct contact with individuals/group

The National Childcare Accreditation Council’s Principle 7.2 states that staff should supervise children at all times.

Good supervision not only involves watching the children carefully and constantly but also using your other senses, hearing and smell. Chatting to your friends or reading a magazine while you are working means you cannot do this effectively. You need to see where the children are at all times. If they are out of sight you will need to move to check on them and bring them into your line of vision or change your watching position.

Listening to the general sounds of play is as important as watching. You can tell if a child is crying, if an argument is beginning or if the children are becoming a bit too boisterous. It is better to intervene early to prevent conflict or injury. When there is silence you should always check what the children are doing. The sound of silence is a sign that they may be up to something that they wish to hide!

How do you feel when you are bored – fidgety? Cranky perhaps? Imagine what bored children are like. They are more likely to be in conflict and generally engage in undesirable activities. One way to reduce injuries and incidents is to keep children stimulated. Regular observation and ongoing supervision will tell you when a child requires you to intervene and direct play or whether certain playmates together are a volatile combination. A well planned day will also keep the children occupied and stimulated and allow you to predict times of high and low supervision.

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Low and high supervisionIn periods of low supervision you may plan staff breaks, staff training or perhaps cleaning, whereas at high supervision times all staff are required to be directly watching and interacting to ensure the safety of the children. Please note that regular, effective cleaning such as vacuuming really must be done outside centre hours.

If you ever feel that there is insufficient supervision and the situation is dangerous, either tell your director or bring the children to a smaller area where supervision is easier. You could also involve the children in an activity which requires low level supervision, such as group story. This may occur if there is an accident or incident which takes the attention of one or two staff members, or if staff members are suddenly taken ill or are absent.

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StrangersSupervision is particularly important during children’s arrival and departure. When a child arrives at the centre a member of staff must receive the child. Children must be signed in and out in the daily attendance record. To make the arrivals and departures run safely and smoothly, parents must be informed of both the centre’s legal requirements and their parental responsibilities.

Departures are a busy time and require close supervision. You should always check that children are leaving with the appropriate parent or authorised person. If a carer other than the parent picks up the child they must have signed permission from the parent to do so, if not previously identified as an authorised person on enrolment forms or other similar records.

Sadly we teach our children ‘stranger danger’ for good reason. The threat from strangers and sometimes parents and friends must be discussed. You should investigate any strangers seen near the service and call the police if necessary. They may be completely harmless or they may pose a threat. It is essential to be safe.

There may be occasions where certain adults are not allowed access to children. These situations must be treated with diplomacy and care. If a parent is legally denied access to their child through a parenting order or contact order they must not be allowed on the centre premises. If a child is under protection from either parent you have a ‘duty of care’ to protect the child as well as a contract with the parent who has continuing responsibility for the child. If a parent arrives drunk or with drug related behaviours you have a duty to protect the child. This last situation is particularly difficult because you have no legal right to deny a parent access to their child unless a parenting order is in place. Copies of parenting orders must be kept on file and staff need to know.

If any difficult situation arises with a parent that cannot be dealt with amicably or if you are unsure what to do, call the NSW DOCs help line 133 111 or the police. These organisations have experience in these matters and should help you deal with them quickly and expediently.

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Identify potential injury hazards and risks and take action to minimise/reduce risk

Children’s accidentsAccidents and incidents that occur to children can range from the ordinary to the extraordinary. Children are fast, inquisitive and have a limited sense of danger. The younger the child, the less able they are to understand the dangers around them. They also do not react well in dangerous situations and cannot easily get themselves out of trouble. Therefore, children need to be protected from the potential hazards in their environment.

Risk managementBy following a risk management process, we can anticipate the types of accidents that children may have and take action to prevent problems from occurring, or at least minimize the risk to the children.

The process of managing risks is a three-step process:

1 Find the hazards (‘hazard identification’)2 Investigate them and consider how likely it is that problems will occur, and how

serious the consequences might be (‘risk assessment’), and3 Take any necessary and reasonable action to prevent accidents or injuries (‘risk

control’).

The process of risk management can be applied to any type of work or risk.

In a childcare service, to reduce hazards and prevent incidents, carers must:

1 Set up a safe and healthy environment where dangers can be controlled. 2 Check both inside and outside environments every day before the children arrive. 3 Constantly assess and check for potential dangers.

What hazards should carers be looking for?The developmental age of the children—their ability to understand dangers and follow rules will assist the carers in identifying potential hazards. The precautions taken in a Preschool Service, a Long Day Care Service and an After School Care Service will all be different and will accommodate the developmental age of the users. For example, a small set of stairs is a

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hazard to a 1 year old but not to a preschool child; a toy with many small pieces may be a challenge for the seven-year-old but is a choking hazard for the infant.

Physical/environmental hazardsThese are hazards that are related to the physical environment. Examples of such hazards are rugs on slippery floors, poor lighting, stairs, sharp edges on tables, broken or damaged play equipment or furniture.

Think, for a moment about the physical hazards which children could face in a childcare centre — both indoors and outdoors. The list becomes almost endless when you think of the unpredictability of small children.

Physical hazards can be easily missed in environments where there are large volumes of children or where it is very busy. Time is not always allocated to fix or even to notice a potential hazard. This is why a routine check must be done at the beginning of the day before the children arrive at the service. To ensure this safety inspection is thorough, a prepared checklist list is usually used and areas ticked off as they are inspected. However, staff need to be aware that despite this daily check, physical hazards can arise throughout the day. Staff must ensure, at all times of the day, that:

• Chairs and shelving are placed away from windows to prevent children from climbing or reaching hazards.

• Safety barriers are in place and doors closed to stairs and ‘off limit’ areas.• Spills are mopped up immediately.• Cupboards are shut immediately after use.• Entry and exit gates are kept shut• Broken/blown lights are replaced as soon as possible.• Heating cooling and ventilation is adjusted to the changing daily temperatures.• Equipment and furniture is stored and used correctly.

Ensure entry and exit gates are kept shut

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Electrical hazards

There is potential here for an accident with the electrical cord

Electrical equipment includes light switches, plugs, kettles, photocopiers, etc. All electrical circuitry or appliances must be checked, fitted and maintained by properly qualified electricians. All power points must have safety plugs inserted, ensuring there is no access to the electrical circuitry. Cables and wires should not create a trip hazard so the use of cable ties or underground cables are essential. Electrical points cannot be overloaded. It is very tempting to use a multi socket to allow more electrical items to be run off one circuit, however, this can lead to dangerous overloading of the socket. Each workplace must be fitted with a safety cut-out switch that will be of significant assistance should any power problem occur.

Ergonomic hazards Children need space to move around in and to play safely. In small, overcrowded spaces children run the risk of tripping over or catching themselves on protruding objects. The design of the centre must ensure maximum safety to all who attend the service.

You should:

• Ensure there is enough traffic space around furniture and equipment• Secure heavy furniture and equipment to the walls, floor or ground• Keep corridors, aisles and running spaces free from toys, furniture and other tripping

hazards• Avoid concentrating too many toys or too much equipment in small areas• Discourage children from tipping and spreading toys made up of small pieces• Make sure fire exits are well marked and are not obstructed by furniture, beds or

other tripping hazards.

You could probably add to this list yourself. The main thing to keep in mind is to use space wisely and safely.

Biological hazardsWhen working in a service that has a volume of children, disease and germ spread is increased. To minimise this, staff must follow exemplary hygiene practices and encourage and teach the children to follow the same. Body fluid spills need to be cleaned up as swiftly as possible and

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infection control measures implemented. Ensure all rubbish bins have lids in place—swing top or pedal bins are the most useful depending on the nature of waste disposed.

There are so many risks in the workplace it seems overwhelming to identify them all and maintain a safe and healthy working environment. A daily hazard checklist and staff vigilance goes along way to achieving a good level of safety.

Both the outside and inside areas must be checked and repairs and maintenance be seen to as soon as possible. When a hazard is identified, action must be taken immediately to reduce or control it or even remove it if necessary. Immediate measures are crucial to prevent access of children or staff to any danger and to ensure that hazard is fixed as soon as possible.

Environmental dangersThe kind of environmental dangers that you may see are dependant partly upon where you live and work. For example, if the centre is located in the middle of an industrial area there is slight chance of chemical or gas leak. If the childcare centre backs onto National Park land there is always the worry of bush fire. A good emergency plan and well-trained staff is essential in all services. There are some safety measures which should remain in place at all times in case of such hazards

• All children should be signed in and out on the arrival sheet so you know where each child is and this will act as a roll check.

• Children (and staff) should be familiar with the fire evacuation drill; they need to practise it every three months.

• There must be a record book (card system or Filofax) kept with the children’s emergency contact numbers and details. Having this information only on files or on a computer is useless in an evacuation. You need portable details.

• There must be a mobile cot which will fit through the exit doors to place babies in whilst evacuating.

• First aid kits must be easily carried and thoroughly stocked. Mobile phone should be charged.

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Animal dangersAnimal dangers are again related to where you live and work. Inner city childcare services are less likely to come across snakes, whereas more rural centres need to be more vigilant for both snakes and spiders.

In Australia there are many creatures and insects which should be treated with extreme caution. Respect and avoidance are the best tactics for most noxious creatures. Do not

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attempt to trap or catch a snake, spider, dog or other potentially dangerous creature. Most bites happen when the animal feels threatened.

DogsImagine you are out walking alone and a large dog comes towards you bearing its teeth. How frightened do you feel? Imagine the dog is the size of a horse, now you can see such an event from a child’s perspective. Quite often you have little time to react. Animal attacks are often swift but usually provoked. Dogs attack when threatened so it is advised that you remove eye contact, hunch your shoulders, turn away, and generally act in a non-threatening manner. Hopefully, this will dissuade your attacker. Teaching children not to touch dogs they do not know is the best prevention from attack.

SnakesMost snakebites usually happen to boys between six and 16 years and men. Why? In general it is more likely the male will seek out and attempt to capture or kill a snake. Most bites occur where someone is attempting to hit the snake with a shovel or trying to catch it. Snakes depend on movement to attack. If a snake is coming towards you, your best defence is to stand as still as possible until the snake passes. Keeping the grass well cut in the playground will deter snakes from hiding there.

Animal danger - snake

If, however, someone is bitten by a spider or a snake it is necessary to have an accurate description of the creature and know where it went. Every poisonous snake and spider requires specific anti-venom to reverse the effects of the bite. If a child is bitten by a funnel web spider the anti-venom of the mouse spider is ineffective. The poisons from the funnel web spider act rapidly and time taken finding the right anti venom is vital to survival.

Spiders

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Animal danger - spider

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Spiders attack in much the same way as snakes. If left undisturbed they will generally not attack. However accidental bites occur where perhaps a child has picked up a spider or trod upon it. The best tack is do not disturb, wear shoes outside, shake shoes before wearing and stay away from damp dark corners and crevices.

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Human dangersSadly we must protect children from a minority of other human beings. Some of these may be strangers and some may even be their own parents. Children are vulnerable, trusting and defenceless it is our job to protect them from dangers, abuse or neglect. With human dangers how you respond to the situation will usually greatly influence the outcome of the situation. Your aim is to minimise conflict, reach resolution without the child becoming involved and prevent further incidents occurring. If worried, call the police.

Dealing with difficult or aggressive parents is never easy. Remain calm and always try to defuse the situation to prevent any episode escalating. It is better if someone experienced deals with difficult situations but this may not always be possible. The child is the minor who needs to be protected and sometimes this will involve bringing in outside help such as social services or the police.

Keeping the child away from the situation in the care of another staff member is preferable. Removing the difficult parent/carer from the situation is also wise. If you are worried at all about the situation call the police, they will respond quickly and are usually experienced in these matters.

You have a duty of care to protect the children and if any neglect or abuse is suspected the centre director or centre staff must report the situation to child protection to be investigated. Any strangers found in and around the centre should be approached and asked of their purpose. If you are at all worried call the police.

In the event of an emergency:

• Do not panic; stay calm.

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• Be well informed.• Ring for emergency advice or instruction.• Have and know the disaster plan or emergency evacuation plan.• Keep a flashlight, blankets and mobile phone for such occasions.• Have a fully stocked mobile first aid kit.• Keep all emergency numbers on a list beside every telephone.

Explain hazards and potential hazards in the environment to children

Discussing safety with childrenEnabling children to protect themselves from danger is extremely important. As children’s independence emerges they require guidance and discussion of the safety rules and opportunities to practice these safe behaviours. Children learn through observing and modelling the behaviour of adults and other significant people in their environment. Therefore, adults in childcare need to consistently demonstrate safe behaviours and the safe use of equipment. If such demonstrations are timely, and reinforced with verbal directions and prompts they can be most effective. Children also learn by following directions, instructions and rules that are phrased in a positive manner.

For example, if a child is using the hammer in an unsafe manner during woodwork you should:

• Stop the unsafe behaviour• Demonstrate the proper or safe method.• Let the child try again.• Verbally encourage and prompt the proper or safe use.• Use physical guidance if necessary.• Praise all efforts and congratulate the child when they get it right.

Never hesitate to intervene if a child is putting themselves or another child at risk with unsafe behaviour. But do avoid overreacting. Redirect unsafe behaviour using positive language or if necessary, distraction. Never shout across the room or playground. Go to the child and redirect them personally and privately. Introduce the terms ‘safe’ and ‘unsafe’ when talking with children and use them to describe and discuss behaviour.

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An effective program for young children will include a range of activities that are designed to help children learn about safety, for example, road safety, stranger danger or other child protection activities. Visits from police officers, paramedics and fire fighters can also help reinforce safety messages, as can excursions and outings.

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Sun safety message

Children and safety signsAs previously mentioned in this topic, children from about the age of three can be involved in deciding on the safety rules for their group at childcare. If children help make the rules they are more likely to follow them. Once the rules have been discussed and decided on they should be displayed. They can be written out or illustrated with pictures. Don’t have too many rules and make simple rules that children can understand and that can be easily followed through. For example, ‘the red hand means stop – adults only”.

Children will respond readily to simple signs or symbols from about the age of three, so the ‘red hand’ symbol or the more theatrical ‘skull and cross bones’ poison symbol can be used and the meanings reinforced through discussions, stories, rhymes and songs. This is the simplest and most direct method of helping children to identify potential hazards in their environment. Children will also learn about safety signs and symbols through their day-to-day play and activities. For example, most children learn that red means stop and green means go from a very early age. Road safety signs are often learnt without direct teaching.

Explaining and demonstrating safety issuesAccidents are the leading cause of death for children aged one to four years of age.

Four main factors contribute to this:

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1 The children are now mobile—they can walk, climb and reach.2 Small muscle development allows children to grasp and open containers that they

previously could not explore.3 Toddlers and preschoolers are curious, persistent and eager to gather information

through all of their senses.4 Toddlers in particular, lack experience and the ability to identify dangerous

situations and predict dangerous outcomes.

The main cause of injuries in children aged between one and four are accidents

The toddler has a high centre of gravity—this means the point in their body at which there is equally as much mass above and below is very high. Adults can bend over a railing to look to the ground as they have a lower centre of gravity, but toddlers cannot do this without falling. If they can see over the edge, they are unbalanced enough to fall. The toddlers’ short arms also makes it difficult to push the body out once the child has fallen into something (eg, a toilet).

Carers are responsible for the safety of children in their care, and are responsible for encouraging children to be aware of safety issues for them and others from a young age.

According to Kidsafe the top ten causes of injury for children under five are:

• falls• poisoning• burns and scalding• cuts• crushing or trapping injuries• foreign bodies—objects in the ear, nose and eye • motor car injuries• collisions• dog bites• choking—more choking occurs from no food rather than food items.

Explaining hazards and potential hazards in the environment With the younger children, carers must take full responsibility for their safety. For example, ensuring food or drink is a safe temperature, feeding implements are safe and manageable, seating is of an appropriate height and highchairs are secure. Toys should not have sharp edges, toxic cleaning or first aid chemicals must be kept securely locked away.

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Hazards can relate to play experiences and equipment

Safety and the preschoolerIn the preschool years, children are more physically able to explore and have increased curiosity about the world around them. New safety issues emerge as children begin to use sharper eating utensils, select and put on their own clothing without supervision, make their own drinks, bathe themselves, plus developing strength in their hands to unscrew jars and bottles, and stronger muscles for climbing.

It is important to find a balance between encouraging the child’s pride in their own achievements and keeping them safe. Important, but almost impossible to do all the time.

Some of the obvious hazards that can be found in all areas of a childcare environment include:

• chemicals and medicines• heaters and fans• kitchen facilities and appliances• electrical switches and appliances• water in bathrooms, toilets and play activities.

Some of the not so obvious hazards relate to play experiences, equipment and materials.

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Safety issues concerning activities can be explained simply and directly to preschoolers and in some cases toddlers, however certain equipment may simply be ‘off limits’ to toddlers until they are able to use it safely.

Directions and instructionsUse direct and positively worded instructions when teaching children how to use equipment safely. Children learn and remember more quickly when told to ‘do’ something rather than ‘not do’ something.

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Explaining and discussing safety issuesNever hesitate to intervene if a child is putting themselves or another at risk with unsafe behaviour, but do avoid overreacting. Redirect unsafe behaviour using positive language or distraction if necessary. Unless it is an emergency, never shout across the room or playground. Go to the child and redirect them personally and privately.

Introduce the terms ‘safe’ and ‘unsafe’ when talking with children, and use them to describe and discuss behaviour. For example, when a child is beginning to learn to climb the rope ladder you might say, “Are you alright up there, Thomas? Do you feel safe?” or “Open your eyes. Closing your eyes when you’re climbing is unsafe.”

Safety issues can be explained in more detail for preschoolers. Some topics that are a popular focus for safety awareness activities (eg, road safety, stranger danger and protective behaviours). An effective program for young children will include a range of activities that are designed to help children learn about safety. Visits from police officers, paramedics and fire fighters can also help reinforce safety messages, as can excursions and outings.

Remember: Children from about the age of three can be involved in deciding on the safety rules for their group at childcare. If children help make the rules they are more likely to follow them.

Children will respond readily to simple signs or symbols from about the age of three. For example, ‘The red hand means stop—adults only.’

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Discuss emergencies and practise evacuation procedures with children

One of the most obvious activities associated with safety in a children’s service—as with any public building—is the emergency evacuation drill. The Children’s Services Regulation 2004sets down minimum legal standards about emergency procedures for centre-based services. Among other things the regulations dictate “that primary contact staff practise emergency procedures (including evacuation procedures) at least once every 3 months so that they and the children are prepared for emergencies” (reg 83). Emergency evacuation procedures need to be practised at different times of the day including rest time.

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In order to adequately prepare children for both emergency evacuation drills as well as the real thing, it is important to talk to the children and prime them for the event. An emergency evacuation drill can be as exciting as an excursion for most young children, and can be prepared for in the same way. Stories, songs, rhymes, dramatic play props, visits from fire fighters can all be built around this necessary task, turning it into a fun and effective learning experience.

In bush fire areas the dramatic instructions to ‘Stop, drop and roll’ or ‘Bend down low and go, go go’ can result in some very interesting play themes emerging. For very young children we need to talk them through the emergency evacuation as it occurs—tell them what is happening and why, just like you do when you’re changing their clothes.

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We should not expect young children, especially those less than eight years of age, to regulate their own behaviour in relation to safety and hygiene without prompts and reminders. Even though some child protection approaches advocate empowering children to protect themselves by talking to an identified ‘trusted adult’, and identifying the feelings associated with being ‘unsafe’, it is totally unrealistic to expect young children to be responsible for their own safety. In fact, over-emphasis on self-protection can lead to feelings of guilt and fear, overreaction to new people and lack of trust in others.

Use supervision as an opportunity to interact with children

Supervision does not mean that you stand well back from the children and survey for danger. Supervision should be constant and integrated into all activities of the day. Effective supervision requires you to engage with children as well as to observe what is happening around you. Supervising is active and should be used as an opportunity to discuss and teach safety and to encourage and praise safe practices. When supervising remember the Four ‘L’s

Location. Firstly you need to be where you can see all that is happening. Standing enables better vision but this is not always possible. Children need you to sit with them, perhaps to play at the sandpit or at the craft table. Make sure that if you are sitting, you stand up and check all the children every five minutes or so if you can’t see. You should stand/sit at different points to the other staff members so all angles of vision are covered.

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Children need you to sit with them, but make sure you sit/stand at different points to other staff members so all angles of vision are covered

Look and Listen. Constant surveying or scanning of the play area will make sure you can see all children who are out of your direct line of vision. If you can’t see everyone, move until you can. Do not be standing catching up with gossip, no matter how interesting, as you will not be paying attention to what the children are doing or saying.

Learn. Learn how each child acts, who needs less supervision and who needs more or closer physical supervision. Know what is going on at all times, even when your back is turned. You may remember thinking your school teachers or parents had ‘eyes in the back of their heads’ - that is what you have to develop. If you understand and interact well with the children you are caring for, you can easily pick unsafe behaviours and situations and act accordingly.

Record and report accidents and incidents in accordance with organisation guidelines

However safe our environments and however effective our supervision accidents may still happen. Whether the child is in our care or is still with the parent on the premises when the accident occurs we have many legal obligations to fulfil.

These obligations will involve:

The administration of first aid Reporting and recording the accident, however minor. Each service will have their own

reporting format, however all methods will involve you writing clearly and accurately what happened leading up to, during and after the incident. This information may be provided to other people, particularly if parents feel that staff may have been negligent so it is critical that this report is an accurate and honest reflection on what occurred.

© NSW DET 2007

Contacting the parents or emergency contacts of the child who has sustained an accident/injury

Contacting emergency services, for example an ambulance if required.

If a child is seriously injured, we may be sued by the parents for damages. Parents and their legal advisors will be attempting to prove that we (or our director or others) have been negligent.

In order to prove negligence four things must be proven. It must be shown that:

1. The person being sued is owed a duty of care to the child.

If you haven’t heard this term before your duty of care is a legal requirement that a person act toward others and the public with the watchfulness, attention, caution and prudence that a reasonable person in the circumstances would use. Your duty of care includes acts you do e.g. feeding a six month old raw peas, as well as acts you don’t do, or omit, e.g. not feeding the baby at all when he is hungry.

Duty of care covers a wide range of actions, from occupational health and safety, to the ways we behave with the children. Childcare workers have a responsibility to determine the standard of care and levels of supervision involved in different situations, and this depends on what is reasonable for the situation and the children involved. This is all part of their duty of care.

2. The person responsible for the child did not take whatever degree of care was reasonable in the situation

If a person’s actions do not meet a reasonable standard of care, then the acts are considered negligent, and any damages resulting may be claimed in a lawsuit for negligence. The problem is that people can differ on deciding the standard of any aspect of duty of care.

3. There is damage to the child – compensation paid for damages may include medical expenses, loss of future earning capacity f the child and general damages for pain and emotional stress and trauma.

4. Finally a link between these three things must be proved. So it must be demonstrated that the breach of duty of care was the direct cause of injury to the child.

It’s important to remember our duty of care and other legal obligations also apply to the care of any person who enters the service. Injuries to volunteers, parents, and service people could also be negligence cases if staff or the service has failed to provide a safe environment. For instance if a parent trips over the garden hose that we have left on the front path.

To avoid these legal stresses we should always aim to provide the highest quality care at all times, being particularly aware of our responsibilities with relation to staff: child ratios, the effective supervision of children, hazard identification and risk management and record keeping.

© NSW DET 2007

Activity 14

Ensure age-appropriate provisions are made for children to be seated and supervised at meal and snack timesMeal times in high quality child care services are relaxed, happy times where carers develop and encourage healthy eating patterns and positive attitudes to food. Children learn much from others about food preferences and how to eat. Meal times also expose children to many hazards and risks.

Choking, allergic reactions, falls from high chairs, chairs and tables and injuries caused by inappropriate use of eating utensils are just some of the risks you must be aware of.

In order to maintain safety at mealtimes, centres should follow these basic food safety rules:

Food should be the correct size so that children can chew and swallow their food easily.

Nuts and other hard foods that are difficult for young children to chew should be avoided.

Children should not be force-fed. Children should be seated quietly at mealtimes. Children should be supervised when eating.

Ensure appropriate equipment is available, for instance high chairs for infants and appropriate sized chairs for toddlers and preschool aged children. Children will be less likely to want to move away from the table if they are comfortably seated.

Toddlers may eat too quickly or fill their mouths with too much food because play beckons them – if you are seated close by you can remind them to chew their food and stay seated until their mouths are empty.

Staff can role model and reinforce appropriate meal time behaviours if they are seated with the children rather than standing near the food trolley for the duration of the meal. You will also be much more aware if food sharing is occurring and therefore able to prevent this and minimise the risk of cross infection and allergic reactions.

Summary

© NSW DET 2007

Appropriate staff child ratios are an important factor in keeping children safe Child care workers need to be constantly alert to possible risks posed by certain

activities provided in the service Effective supervision involves many skills including positioning, looking and listening,

knowing the children in our care and interacting. Each stage of a child’s development poses particular supervision challenges. Explaining rules for safe play helps children to learn about their own safety needs. Carers must adopt a risk management approach to manage possible risks and hazards

in the environment. Emergency evacuation drills must be regularly practised by staff and children to ensure

a smooth response should a real emergency situation arise. Child Care staff have a duty of carer to keep children safe at all times including routine

times of the day such as meal times. Accidents will occur however careful staff are and however safe an environment we

provide, all accidents must be recorded and reported appropriately.

Additional resources

Safety of environmentshttp://www.kidsafensw.org/ On this website you will find information about current news and events, fact sheets, resources and program information to help keep children safe

For Information and resources on Fire SafetyNSW Fire Brigades: http://www.fire.nsw.gov.au/

© NSW DET 2007